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Welcome to SOLE Elementary PEBS Program

Welcome to SOLE Elementary PEBS Program. Positive Effective Behavior Support Mission Statement – The mission Statement of SOLE Elementary School is to educate all students and staff in the SOLE model. S – respect for Self

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Welcome to SOLE Elementary PEBS Program

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  1. Welcome to SOLE Elementary PEBS Program

  2. Positive Effective Behavior Support Mission Statement – The missionStatementof SOLE Elementary School is to educate all students and staff in the SOLE model. S – respect for Self O – respect for Others L – respect for Learning E – respect for Environment

  3. Guiding Principles of PEBS • Behavior is predictable • Behavior is preventable • Behavior is learned • Behavior can be taught • Behavior will be taughtandre-taught from grades primary through six

  4. SoleElementary • PEBS Team Members • Principal • PEBS Coach • Chalaine • Chris • Elaine • Donna

  5. School Rules S – Respect for Self O – Respect for Others L – Respect for Learning E – Respect for Environment

  6. THE MATRIX Respect for Self, Others, Environment, & Learning ***PLEASE READ EVERY WEEK WITH YOUR CHILD***

  7. Expectations • It is expected that all students, staff and community members follow our PEBS Matrix • It is expected that all staff will guide students to follow the matrix by teaching and modeling the expected behaviors • It is expected that we respond proactively by looking for the expected behaviors and by giving at least 6-8 positives for every negative • It is expected that we respond immediately when giving positive feedback or when reminding students about the expected behavior • It is expected that we know and follow the three phases of responding to inappropriate behavior (minors, mediums, majors)

  8. PEBS Staff Development (for all staff) • Information session - tell what PEBS is all about. • PEBS team gather information and relay it to staff through the use of charts and graphs. • Show data from other PEBS school. • Specialized lesson plans to teach the principles of the matrix. • Model desired behaviors to pass on to the students. • Give a list of internet resources • Role play/drama BENEFITS: • Increases in attendance; • Students self-reports of a more positive and calm environment; • Reduction in the proportion of students who engage in behavioral disruptions; • Reduction in the number of behavioral disruptions.

  9. Challenges • Creating a collaborative team environment • Funding • Assigning responsibility for collecting data • Recruiting team members • Consistency (enforcement of the major/minor rules) • Lack of school data in the initial year of implementation (nothing to compare to)

  10. Incentives • Way to Go – The ‘way to go’ reward reinforces the students for their good behavior. You can also write their good deed on the back of the ‘way to go’. If their name is picked during school assembly, their good deed is read to the school during assembly. • Weekly ‘Respect’ Awards – At the end of each week teachers select 1 student from each class who would have demonstrated they followed the SOLERespect Model. The selected students get to wear the Respect T-Shirt for a day. • Respect Tree – The weekly ‘respect’ winners also have their picture taken. Their picture is placed on a leaf that goes on the Respect Tree Bulletin Board located in the main foyer.

  11. Incentives • Leadership Awards – Every month the grade 6 teachers select two grade 6 students for the ‘Leadership Award’’. It is given to students who demonstrate positive role model and leadership qualities within the school. The picture of the student and their own personal leadership quote goes up on the ‘Leadership Wall’. They also receive a certificate. The student also selects a quote from a leader (ex. Mother Theresa). Their leader and quote also go up on the leadership wall. • Golden Locker – The two grade 6 students who have received the leadership award also get to use the ‘Golden Lockers’ for their book bag, jacket, belongings, etc. • Hall Bulletin Boards – The bulletin boards throughout the school display various themes about the SOLE model.

  12. Incentives • Wall Posters – Wall posters that list how to behave (ex. in the gym) are displayed throughout the school. • Immediate Feedback – Students are provided immediate feedback and complimented for ‘doing good’ (ex. opening the door for someone). • Hall T.V. / monitors – The hall ‘T.V. / Monitors’ display pictures/ slideshows of student events, student award winners, etc. • Golden Apple Award – When students do something especially great they are given a ‘golden apple’. The ‘golden apples’ are given out during assembly. These students are then acknowledged for their outstanding good deed.

  13. Incentives • Computer Time / Free Choice Activity – Students selected for ‘good behavior’ can receive extra time on the computer or a free choice activity. • School Newsletter – The school newsletter includes information, pictures of class events, golden apple award winner, grade 6 leadership students, respect t-shirt students, etc. ·       School Assembly / Rally – Students are acknowledged for their ‘good deeds’. The ‘Way to Go’ winners are selected and announced. The ‘Grade 6 Leadership Students, Golden Apple Award Winners, Respect T-Shirt Students, etc.’ are all also acknowledged. ·       Prizes / Rewards - The ‘Prizes / Rewards’ for the Assemblies / Rallies are provided by various community agencies, businesses, fundraisers, etc.

  14. PEBS Team Data Tracking Data will be gathered monthly, graphed, and shared during staff meetings; Information will be sent home to parents; Tracking forms to re-evaluate goals, if necessary; Used to determine who would be required for a Functional Behavior Assessment (FBA).

  15. Secondary Intervention Plans The following is a list of some of the secondary interventions for students who have been referred to the office a number of times. These intervention plan strategies can also be used for students who require a tertiary intervention plan. Behavioral Incident Tracking Form – This can be used to record information about the incident that can later be used to help develop a behavior intervention plan. Group Counseling - This can be used with students who would benefit from this type of intervention. Incentive Programs - This would help to provide a reinforcement / reward system for the student.

  16. Secondary Intervention Plans PEBS Home Notification Form – This can be used to provide home to school communication about the office referral of the student. PEBS Student Reflection Form – This form has the student think and write about the incident. School Plan of Action Form – This form has the student think of some suggestions as to how they can prevent this behavior from occurring in the future. Restitution – to clean up / repair or pay Suspension – Detention, in-school suspension, out of school suspension Good Deed Duty – to participate in an extra ‘GoodDeed’ duty

  17. Secondary Intervention Plans Phone Call Home – Have the student call home to inform their parents of the incident ·       Withdrawal of Privileges – The student doesn’t get to participate in an activity. Explicit Teaching – This involves the ‘Explicit Teaching’ of appropriate behavior ·       Involvement of PEBS Team – The ‘PEBS Team’ will be involved with the intervention plan for the student.

  18. Positive Effective Behavior System Phases of Behavior Guide Phase 1 (*unless chronic) These are examples of negative behaviors that are handled by the teacher or attending adult: Teasing and/or derogatory remarks Inappropriate hallway behavior Homework Talking out of turn Pushing Inappropriate use of technology Poor assembly behavior Disrespecting others Inappropriate clothing Outside voices inside Inconsiderate Lack of turn taking Not following rules Not recycling Littering Drawing on school furniture/walls Lying Going in school without permission Other ….. Phase 2 These are examples of negative behaviors that are handled initially by the attending adult, but are referred to administration: Chronic Phase 1 Behaviors Disrespecting Teacher’s personal Theft space/desk Defacing school property Repeatedly late OTHER … Phase 3 These are examples of behaviors that are immediately referred to administration: Fighting Weapons Physical Aggression Theft (serious) Defiance Non-Emergency Fire Alarm/911 Vandalism Inappropriate internet sites Inappropriate representation of school Bullying (repeated intent to (i.e. field trips) hurt with words or actions) Racial Harassment/misconduct Sexual Harassment/misconduct OTHER …

  19. Phase 1 Possible Interventions • These are examples of possible interventions used by teachers or the attending adult: • Verbal Intervention with the student of the expected behavior as stated in the School Code of Conduct Matrix • Peer Mediation • Apology • Talk It Out • Time Out (i.e. stand by wall of school yard for a period of time) • Inform Classroom Teacher • Home contact may be made by the classroom teacher (phone, note) • OTHER … • Phase 2 Possible Interventions • These are examples of possible interventions used by teachers or the attending adult but are referred to the administration if they become chronic: • Verbal Intervention with the student of the expected behavior as stated in the School Code of Conduct Matrix • Peer Mediation • Apology • Talk It Out • Time Out (i.e. stand by wall of school yard for a period of time) • Inform Classroom Teacher • Home contact may be made by the administrator (phone, note, meeting) • Good deed/Community Service/Extra Duties • Restitution: clean up/repair or pay • Student Reflection Form • Detention • Withdrawal of privileges • Explicit teaching of appropriate behavior • OTHER …

  20. Phase 3 Possible Interventions • These are examples of possible interventions used by an administrator: • Verbal Intervention with the student of the expected behavior as stated in the School Code of Conduct Matrix • Peer Mediation • Apology • Talk It Out • Time Out • Inform Classroom Teacher • Home contact may be made by the administrator (phone, note, meeting) • Good deed/Community Service/Extra Duties • Restitution: clean up/repair or pay • Student Reflection Form • Detention • Have student call home • In School Suspension • Withdrawal of privileges • Explicit teaching of appropriate behavior • Implementation of a behavior contract • Involvement of School Planning Team • Involvement of CBVRSB Support Services Staff (Speech Language Pathologist, Psychologist, RCH Liaison staff …) • Out of School Suspension

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